Mod4 - Cartographic Design

Public Schools in Ward 7, Washington, D.C.

This week's lesson and revolved around cartographic design. The objective was to create a map of the Public Schools in the Ward 7 of Washington D.C. area.

Ward 7 Public Schools of Washington, D.C.

In order to highlight the schools, several important cartographic design principles had to be included based on Gestalt's Principles.

First principle to be considered was Visual Hierarchy which involves adding symbols and map elements to the map ranked according to their importance. An example would be minimizing the minor streets in an area and highlighting major roads for visual reference - using color shade, line width etc.

The second principle required implementing adequate contrast to the map. This ensures visual variance or contrast within the map.

The third principle is Figure Ground which creates an appearance that certain object appears closer to the map user accentuating their importance.

Balance is the forth principle that must be adhere to. This involves creating a map with features that does not compete for spacial and visual real estate but complement each other.

The primary objective of this lab was to highlight the Public Schools in Ward 7 of Washington D.C. The map is rendered in such a manner that the objects - Public Schools in Ward 7 are easily identified as the focus of the map using color of map features, size, background color, and other essential map elements to attain these objectives.

While creating this map the ran into a couple stumbling blocks, chief among the problems was label roads and color choices. I had to edit the attribute table of roads by adding a new column and editing the column to contain abbreviated interstate road name numbers. I spent a copious amount of time trying different colors that will adhere to the fundamental principles of Gestalt's Principles before settling for this final output.

This lab is fun, challenging and I am happy with the amount f time I put into it.

Natural Hazards: Lahars

This week in GIS Applications, I delved into how GIS can be used to plan for environmental hazards. The primary focus this week was on Lahar. What are Lahars? Lahor are volcanic debris flow consisting of ash, soil, breccia, boulders, water which can be with cold or hot, traveling through natural ravines and river ways.

Mount Hood in Oregon is the study area for this week's lab. With focus on the study area, hydrology analysis was conducted to define/identify:

• the river ways (flow direction) that will channel the Lahar
• identify local population that will be impacted by the Lahar
• identify critical infrastructures in the path of or within the buffer of the Lahar e.g. Schools

Acting as a private consultant hired to identify potential inundation zones within Mount Hood, Oregon proximity, I used the Oregon school data to identify schools at risk of inundation and the 2010 Census data to conduct population analysis. I created a map that can be used by local and state officials for hazard planning and response, using ArcMap hydrology tool to determine the Lahar flow path via a mosaicked digital elevation model (DEM).

Mt. Hood Lahar Hazard Assessment

Python Fundamentals Part 1

This week I delve into the fundamentals of Python and how it applies to GIS in ArcMap. This week's exercises and lab covered basic Python Script execution which serves as the foundation for the things to come in this class. I learn how to create a String of my full name and then split it (the name) into a list (first name and last name), before printing out the last name. I also executed a script that calculated the numbers of alphabets in my last and then multiply the number generated by 3.

The primary objective of this lab are:

1. Assign string variables
2. Use methods and functions to manipulate lists and strings
3. Perform basic math functions
4. Learn how to use the ArcGIS Python "help" function to write codes
5. Learn the basics of conditional statements

The image below shows Python's Interactive Window the script that prints my last name and the length of the last name multiplied by 3.

Last Name Multiplied by 3

The exercise past of this module was fun and aided assimilation of the module content.

Introduction to Python

Week 1 lab of this class is an Introduction to programming in Python with focus on:

• recognizing basic features of Python
• compare scripting vs programming (Scripts-interprete; Programing-compile)
• review the history of Python and scripting in ArcGIS
• exploring using Python with three different interfaces, and,
• learning about pseudocode and how it is used in programming.

I also learn about different Python interfaces and created new folders and sub folders using Python Script (image below)

12 Folders and Sub-Folders created by Python Script

I also installed PythonWin and did the class exercise where I print(displayed) "Hello World." The image above is an example of the versatility of Python script in efficient folder and subfolder creation.

Here's a sample an executed script that print "Hello World" in the Python IDLE (top part of image) and the PythonWin Interactive Window (bottom part of image):

PythonWin and IDLE Interfaces

Own Your Map

This week I use ArcGIS to create a map that shows the main campus of University of West Florida, in Escambia County, Florida.

Other important/identifiable relational features such as the Interstate 10 (I-10) , I-110, and the cities of Pensacola and Ferry Pass were added to the map.

The final map (picture below) shows UWF main campus represented with the red star. An insert map of the State of Florida was added to the map showing the location of the Escambia County in the State of Florida.

UWF logo was added to map the highlight the primary objective of the map, and the map legend is provided to help identify map features.

UWF Main Campus

Final Project

The final project for GIS4043/L was based on a historic look at Florida Power & Transmission Line project sited between Sarasota and Manatee, counties. The preferred corridor selection included multiple criteria but this class project focused on the following four primary objectives:

• What impact will the proposed project have conservation areas?
• Minimized the number of homes impacted by the corridor.
• Avoid close proximity to Schools and Daycares.
• Avoid routes high cost.

The project also required a PowerPoint presentation accompanied with Commentary. Links to both documents are provided below.

Links:
        http://students.uwf.edu/joo3/Orunmbe's_Presentation.pptx
        http://students.uwf.edu/joo3/Orunmbe's_Commentary.docx

       
Scroll down to view some of the maps created during the Bobwhite-Manatee Transmission Line project ->

Overview Location of the Study Area, and Preferred Corridor in Manatee and Sarasota Counties. 

Map show the End-to-end straight line distance and Center point distance.

Map showing Conservation Areas.

Map shows home that are directly within the buffer.

Map shows Preferred Corridor proximity to Schools. 

Final Project

For the Cartographic Skills final project I assumed the scenario of being a cartographer at the National Center for Education Statistics. The assignment was to create a single map showing the 2014 average ACT scores and percent of graduates tested in the continental United States for intended submission to the Washington Post newspaper. We were to consider all the elements we have learned in this class to create an accurate and attractive map. 

I begin the map project by reading the Washington Post article and then researched the final audience of the map. I examined different types of thematic map methods that will best portray the data. I chose choropleth and projected my basemaps to North American Albers Equal Area Conic which maintains area proportional to the ground - important for data aggregated from an entire state. I used choropleth mapping to show the distribution of SAT scores across the country and their relationship to their enumeration unit (State). I then used proportional symbols for the percent of graduates tested data to show the proportion of the value within each state. I chose Natural Breaks(Jenks) classification used 6 class scheme, expanding the class from 5 to 6 in order to capture any low-value outliers. This classification scheme highlighted a wider range of values than just 5 classes and stayed clear of potential hue differentiation problems that can occur with 7 or more classes. The range of colors is easily read and my proportional symbols are not so small they are hard to see or so large they create significant overlap. I added an inset for Hawaii (HI) and Alaska (AK) to capture the geographically distant States and for clarity. 

My design choices centered around my previous projects on choropleth maps; I primarily used low intensity and non-garish colors, and had limited embellishments. I organized my data frames to keep HI and AK clearly visible but they are not in a location relatively to their true geographic locations, I avoid glow and drop shadow with the goal of keeping the map simple, and chose complementary colors for a balanced, attractive map.